Abstract—Rubrics are sometimes viewed to only focus on generating good grades rather than “on making sense of ideas” [1]. This proposition usually seeks to ban the use of rubrics. However, this study seems to identify a gap that could have led to this proposition. Learning aims at creation of knowledge and thus, each purpose and objective leads to the creation of certain types of knowledge. Therefore, the criteria developed should be sufficient in developing these types of knowledge. This study proposes a model that could be used in developing rubrics that lead to the amplification of specific types of knowledge.
Index Terms—Knowledge, types of knowledge, rubric, assessment
The authors are with University of the Witwatersrand, South Africa (email: wandopm@gmail.com).
Cite: Paul Mungai and Rabelani Dagada, "Model for Developing Rubric Scoring Categories Based on Knowledge," International Journal of Information and Education Technology vol. 2, no. 4, pp. 312-315, 2012.